Description: Tags: Nc05-Hawk-Ridge

REVISED- MARCH 16, 2005
2004-2005 No Child Left Behind - Blue Ribbon Schools Program

U.S. Department of Education
Cover Sheet Type of School: x Elementary __ Middle __ High __ K-12
Name of Principal Mrs. Rosemary Sheppard

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name Hawk Ridge Elementary School________________________________________

(As it should appear in the official records)
School Mailing Address_____9201 Bryant Farms Road________________________________________

(If address is P.O. Box, also include street address)
Charlotte________________________________NC________________28277-1634_________________
City State Zip Code+4 (9 digits total)
County Mecklenburg_____________School Code Number*____600-406_________________________
Telephone (980) 343-5927 Fax (980) 343-5933__________________________
Website/URL hawkridgeelem@cms.k12.nc.us Email r.sheppard@cms.k12.nc.us
I have reviewed the information in this application, including the eligibility requirements on page 2, and
certify that to the best of my knowledge all information is accurate.
Date____________________________
(Principal’s Signature)
Name of Superintendent* Dr. James L. Pughsley

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name Charlotte Mecklenburg Schools Tel. ( 980 ) 343-6270
I have reviewed the information in this application, including the eligibility requirements on page 2, and
certify that to the best of my knowledge it is accurate.
Date____________________________
(Superintendent’s Signature)
Name of School Board

President/Chairperson Mr. Joe I. White
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
I have reviewed the information in this package, including the eligibility requirements on page 2, and
certify that to the best of my knowledge it is accurate.
Date____________________________
(School Board President’s/Chairperson’s Signature)
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*Private Schools: If the information requested is not applicable, write N/A in the space.
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PART I - ELIGIBILITY CERTIFICATION
[Include this page in the school’s application as page 2.]
The signatures on the first page of this application certify that each of the statements below concerning
the school's eligibility and compliance with U.S. Department of Education, Office of Civil Rights (OCR)
requirements is true and correct.
1. The school has some configuration that includes grades K-12. (Schools with one principal,
even K-12 schools, must apply as an entire school.)
2. The school has not been in school improvement status or been identified by the state as
"persistently dangerous" within the last two years. To meet final eligibility, the school must
meet the state’s adequate yearly progress requirement in the 2004-2005 school year.
3. If the school includes grades 7 or higher, it has foreign language as a part of its core
curriculum.
4. The school has been in existence for five full years, that is, from at least September 1999 and
has not received the 2003 or 2004 No Child Left Behind – Blue Ribbon Schools Award.
5. The nominated school or district is not refusing the OCR access to information necessary to
investigate a civil rights complaint or to conduct a district-wide compliance review.
6. The OCR has not issued a violation letter of findings to the school district concluding that the
nominated school or the district as a whole has violated one or more of the civil rights
statutes. A violation letter of findings will not be considered outstanding if the OCR has
accepted a corrective action plan from the district to remedy the violation.
7. The U.S. Department of Justice does not have a pending suit alleging that the nominated
school, or the school district as a whole, has violated one or more of the civil rights statutes or
the Constitution's equal protection clause.
8. There are no findings of violations of the Individuals with Disabilities Education Act in a
U.S. Department of Education monitoring report that apply to the school or school district in
question; or if there are such findings, the state or district has corrected, or agreed to correct,
the findings.
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PART II - DEMOGRAPHIC DATA
All data are the most recent year available.
DISTRICT (Questions 1-2 not applicable to private schools)
1. Number of schools in the district: 89 Elementary schools

31 Middle schools
NA Junior high schools
17 High schools
11 Other
148 TOTAL
2. District Per Pupil Expenditure: $7,101.00
Average State Per Pupil Expenditure: $6,741.00
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ ] Urban or large central city

[ ] Suburban school with characteristics typical of an urban area
[x] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 6 Number of years the principal has been in her/his position at this school.
NA If fewer than three years, how long was the previous principal at this school?
5. Number of students as of October 1 enrolled at each grade level or its equivalent in applying school
only:
Grade # of Males # of Females Grade Total

K 120 108 228
1 109 88 197
2 119 89 208
3 111 97 208
4 105 85 190
5 86 87 173
TOTAL STUDENTS IN THE APPLYING SCHOOL → 1204
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6. Racial/ethnic composition of 76% White
the students in the school: 8% Black or African American
5% Hispanic or Latino
10% Asian/Pacific Islander
1% American Indian/Alaskan Native
100% Total
Use only the five standard categories in reporting the racial/ethnic composition of the school.
7. Student turnover, or mobility rate, during the past year: 4%
(This rate should be calculated using the grid below. The answer to (6) is the mobility rate.)
(1) Number of students who transferred to the 21

school after October 1 until the end of the
year.
(2) Number of students who transferred from 13
the school after October 1 until the end of
the year.
(3) Subtotal of all transferred students [sum 34
of rows (1) and (2)]
(4) Total number of students in the school as 976
of October 1
(5) Subtotal in row (3) divided by total in row 0.035
(4)
(6) Amount in row (5) multiplied by 100 3.5
8. Limited English Proficient students in the school: 4 %

43 Total Number Limited English Proficient
Number of languages represented: 8
Specify languages: Chinese, French, German, Hmong, Indonesian, Korean, Spanish, and Vietnamese
9. Students eligible for free/reduced-priced meals: 6%
Total number students who qualify: 77
If this method does not produce an accurate estimate of the percentage of students from low-income
families or the school does not participate in the federally-supported lunch program, specify a more
accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
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10. Students receiving special education services: 9%
116 Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the
Individuals with Disabilities Education Act.
1 Autism 1 Orthopedic Impairment

Deafness Other Health Impaired
Deaf-Blindness 41 Specific Learning Disability
Emotional Disturbance 63 Speech or Language Impairment
1 Hearing Impairment Traumatic Brain Injury
Mental Retardation 1 Visual Impairment Including Blindness
Multiple Disabilities
11. Indicate number of full-time and part-time staff members in each of the categories below:
Number of Staff
Full-time Part-Time
Administrator(s) 4
Classroom teachers 58
Special resource teachers/specialists 7 1
Paraprofessionals 20
Support staff 2 1
Total number 91 2
12. Average school student-“classroom teacher” ratio: 23:1
13. Show the attendance patterns of teachers and students as a percentage. The student dropout rate is
defined by the state. The student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From the same cohort, subtract
the number of exiting students from the number of entering students; divide that number by the
number of entering students; multiply by 100 to get the percentage drop-off rate.) Briefly explain in
100 words or fewer any major discrepancy between the dropout rate and the drop-off rate. (Only
middle and high schools need to supply dropout rates and only high schools need to supply drop-off
rates.)
2003-2004 2002-2003 2001-2002 2000-2001 1999-2000

Daily student attendance 97% 96% 97% 97% 97%
Daily teacher attendance 96% 96% 97% 96% 98%
Teacher turnover rate 17% 18% 12% 15% 20%
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PART III - SUMMARY
School Summary
Hawk Ridge Elementary is located in a culturally diverse suburb of Charlotte, North Carolina. The
school opened in 1999 with 543 students and has quickly expanded due to continuous growth to over
1,200 students. When we opened Hawk Ridge Elementary, our vision was to have a school based on best
practices in education. The cornerstone for our success over the years has been continual focus on
intentional, quality instruction. Our strong commitment to excellence and to meeting the needs of all
students has been the key to our school’s success despite extreme fluctuations in our student population.
It is evident from our test results that teachers at Hawk Ridge are encouraged and supported in using best
practices as they utilize assessment data, a variety of resources, and varied instructional strategies to teach
the state curriculum standards.
Visitors at our school are quick to see evidence of our school vision—“To provide a unique and
challenging learning environment that will enable students to become life-long learners and productive
citizens in an ever-changing world.” Teachers are considered our first learners and have enthusiastically
participated in staff development opportunities to sharpen their knowledge and skills in utilizing current
brain-based research, technology, cooperative learning strategies, The Paideia Seminar, higher-order
questioning techniques, multiple intelligences, and product differentiation. Applying new learning to the
classroom has resulted in students becoming active rather than passive learners. Students are observed
working in cooperative learning groups, completing research on topics of their interest, utilizing
technology on a daily basis, and using hands-on manipulative learning materials. Test data is routinely
used to assess student performance and guide differentiation of instruction.
Another factor in our school’s success has been an emphasis on creating a warm, caring environment for
learning. Our focus on positive discipline and character education provides opportunities for students to
develop self discipline and community responsibility. Weekly class meetings encourage students to
compliment each other and problem solve together on classroom concerns. One character trait is studied
each month during the school year. Information about the monthly character trait is communicated in
school newsletters and on the morning news broadcasts. Our focus on character education is enhanced by
our “Citizen of the Month” program. Students who exemplify the character trait of the month are
nominated by their peers and are recognized as model citizens. Emphasis on the importance of daily
attendance, direct instruction on organizational skills, and high standards for quality work performance
contributes to an overall positive, productive learning environment for all students.
Parents are also actively involved in the success of our school program. Throughout the day, parents
serve as volunteers in the classrooms to help with tutoring and administrative tasks. An active Parent-
Teacher Association (PTA) and School Leadership Team provide opportunities for parents to be involved
in school events, committee activities, and in developing school policies. Parents are provided with many
opportunities to strengthen their understanding of the school’s curriculum through participation in parent
workshops, seminars, conferences, and general PTA meetings that are held four times during the school
year. PTA fundraisers are specifically used to support the additional purchase of instructional materials,
playground equipment, and enrichment programs for students. Our PTA has adopted two other schools in
our district since opening in 1999 to provide financial and leadership support as needed.
With a tradition of academic success, Hawk Ridge Elementary continues to be a model school for our
community. A combination of high academic standards, a dedicated and professional staff, and strong
parent involvement makes our school “A Place Where Children Soar.”
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PART IV – INDICATORS OF ACADEMIC SUCCESS
Assessment Data Summary:
North Carolina End-of-Grade Tests in reading and math are administered each year in May to elementary
students in grades 3-5. Results include both individual scale scores and achievement levels for
performance. There are four achievement levels in North Carolina with each level consisting of a range
of scale scores that vary by subject area and grade level. Achievement levels are I (Well Below Grade
Level), II (Below Grade Level), III (At Grade Level), and IV (Well Above Grade Level). Students are
expected to make a year’s growth for each year of schooling. North Carolina’s accountability model
includes a school performance component based on the percentage of students scoring “at or above grade
level” (Levels III & IV). All students, regardless of whether or not they meet enrollment or pre-test
criteria, are included in the performance component.
The assessment information for Hawk Ridge demonstrates continuous progress towards meeting
proficiency standards for all students in grades 3-5 in both reading and math. In addition, our test results
indicate that we are closing the achievement gap and sustaining performance among our subgroup
populations. Our greatest academic gains have occurred at the fourth grade level for both reading and
math. At this grade level, our African American students have demonstrated a 15% growth in “at or
above grade level” performance for reading over the last three years. In addition, our African American
students have demonstrated a 10% performance improvement in fourth grade math for the same time
period. Our test data also indicates a 10% performance improvement for the number of exceptional
children scoring “at or above grade level” in fourth grade reading over the last three years and a 29%
improvement over the last five years. At the third grade level, our African American students have
increased performance by 15% over the last three years in math. Results indicate that we have made
significant progress with moving all subgroups into the highest level of performance (Level IV) in both
reading and math. As evidenced by the data, our strongest growth performance for all subgroups has been
in the area of reading and in particular at the fourth grade level.
Information pertaining to the state assessment program may be found at the North Carolina Department
of Public Instruction Web site: http://www.ncpublicschools.org/reportstats.html.
Use of Assessment Data:

Assessment data is used on a routine basis by our school to understand strengths and weaknesses of
students in relationship to the state curriculum standards. As a school and by individual grade levels, we
analyze our end-of-year performance to determine goals and strategies that will be incorporated into our
School Improvement Plan based on our previous year’s performance. Student performance on North
Carolina End-of-Grade Tests is also used to chart individual growth expectations for the coming year.
A combination of daily, weekly, and quarterly assessment information is used at all grade levels for
student placement in flexible groups for both reading and math. Flexible groups are formed early in the
school year and monitored on a continuous basis as additional assessment information is gathered. Unit
pre-tests that are aligned with curriculum objectives are also consistently used with other assessment data
to align instruction with specific student needs for remediation or acceleration.
As lessons are delivered within the classrooms, teachers continue to monitor student understanding of
objectives through frequent use of mini-assessments and teacher-created tests. These assessments guide
the teachers in adjusting the pacing of curriculum objectives and assist in planning for remediation or
enrichment opportunities for students. All students in grades 3-5 participate in system-wide quarterly
assessments three times per year. These assessments are aligned with the North Carolina Standard
Course of Study and use a similar format to the North Carolina End-of-Grade Tests. Teachers analyze the
results of the quarterly assessments according to performance (mastery, partial-mastery, non-mastery) on
specific objectives. This analysis enables teachers to delineate data to assess the academic strengths and
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weaknesses of the entire grade level, specific classrooms, and individual students. Students who
demonstrate academic weaknesses are provided with additional resources by way of before or after school
tutoring, small group instruction, varied instructional materials, and increased technology support.
Communication on Assessment Information:

Our school-wide data and student performance are shared with parents, students, and the community in a
variety of ways. Students and parents receive a copy of the student’s individual North Carolina
Assessment Report after being tested in May. The report provides a graph to illustrate how the student is
performing in relationship to his/her peers at the school, system, and state levels for both reading and
math. Individual scale scores and performance levels are shared on the report. In addition, performance
on individual objectives is included on the report to give parents a more detailed understanding of their
child’s scores.
Individual school report cards published by the North Carolina Department of Public Instruction are
issued each fall to all parents to promote understanding of how schools are performing in relationship to
one another. School report cards are linked to the Charlotte-Mecklenburg Schools’ Web site for parent
viewing of all schools within the system. School performance is also shared through our school Web site
(www.cms.k12.nc.us/allschools/hawkridge/index.html), Principal’s newsletters, and PTA newsletters.
Parents receive weekly communication on student performance through communication folders that are
sent home each Monday. Student agendas are used in grades 2-5. Students record their homework on a
daily basis and parents are required to initial the agendas each evening after checking homework
assignments. Parents receive curriculum updates through individual teacher Web sites, teacher
newsletters, and the School Messenger system.
Parent conferences are held at the end of the first quarter for all students and throughout the year for any
students on Personalized Education Plans (PEP). These plans are written collaboratively by the teacher
and the students’ parents and include strategies designed to promote on grade-level performance. The PEP
is dynamic in nature as it is updated regularly to reflect changes in students’ growth and performance.
PEP conferences provide teachers with opportunities to discuss individual student progress and to share
additional support strategies that parents may use at home. Quarterly assessments are reviewed
individually with students through one-on-one conferences. Students are encouraged to track their
quarterly progress and establish goals for improvement. Mid-quarter progress reports and quarterly report
cards provide specific information to parents concerning student classroom performance.
Sharing Success with Others:

Hawk Ridge Elementary has been recognized by our school system on many occasions for the
outstanding performance of our students. As a result, we have had teachers, school administrators, and
central office administration to visit our school and see first hand the practices that have been put in place
to support and encourage student learning. Staff members have shared information at state and regional
conferences in North Carolina. Our teachers, support staff, and administrators have conducted district-
wide professional development training sessions on developing and implementing sound instructional
strategies. Individual staff members have served as trainers for National Board Certification and the
North Carolina Teacher Academy. Fellow educators frequently visit our teacher Web sites as a means to
learn more about our instructional strategies, curriculum, and student performance. Our recognition as a
Blue Ribbon School will be shared in a variety of ways with our school community. The local news
media will be informed and involved in publicizing our recognition through local television stations and
newspapers. Our school will also be recognized at a Charlotte-Mecklenburg School Board meeting and
featured on the school system’s public information news station and Web site. At the annual “Closing the
Gap” state conference sponsored by the North Carolina Department of Public Instruction, Hawk Ridge
will be recognized as a Blue Ribbon School and will share successful strategies with other schools in the
state. Our Blue Ribbon recognition will be a distinction that will be made on all school communications.
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PART V – CURRICULUM AND INSTRUCTION
Comprehensive School Curriculum:
Hawk Ridge Elementary follows the North Carolina Standard Course of Study for each grade level.
Content areas include literacy, mathematics, science, social studies, healthful living, music, visual arts,
library/media, computer skills, and physical education.
Our literacy curriculum includes objectives for reading (cognition, interpretation, critical stance, and
connections), writing, and spelling. Specific comprehension skills include point of view, comparing and
contrasting, author’s purpose, sequencing, cause and effect, main idea and details, classifying and
categorizing information, plot elements, and literary genres. Our writing program utilizes a systematic
process approach to the teaching of writing: prewriting, drafting, revising, proofreading, and publishing.
Students are taught the necessary skills for writing that include focus, organization, elaboration/style, and
conventions as they prepare for the North Carolina Writing Assessment at fourth grade. Literacy is
considered the foundation for all instruction and is integrated in all content areas throughout the day.
The five strands incorporated in our state math curriculum are: numbers and operations, measurement,
geometry, data analysis and probability, and algebra. A special emphasis is placed on problem solving and
critical thinking skills at each level. A spiral curriculum provides opportunities for students to experience
extension and reinforcement of skills as they move through the K-5 curriculum. Rigorous standards for
performance and outcomes are evident as students are immersed in higher-order questioning, hands-on
learning experiences, and lessons founded in multiple intelligences.
Our science curriculum utilizes a hands-on, inquiry approach. Students learn the scientific process of
identifying a purpose, formulating a hypothesis, conducting investigations, collecting data, making
observations, and drawing conclusions. Students explore a variety of topics at each grade level:
Kindergarten- My World; First Grade- Properties, Position & Motion, Earth Materials, and Animals;
Second Grade- Weather, Sound, Changes, and Plants & Animals; Third Grade- Objects in the Sky, Heat &
Light, and Plants & Soil; Fourth Grade- Simple Machines, Magnetism & Electricity, Rocks & Minerals,
and Animal Adaptations; and Fifth Grade- Weather, Energy, Landforms, and Ecosystems. Science days
are incorporated into the instructional program to ensure that students are provided with multiple
opportunities to experience hands-on learning.
Our social studies content frameworks include communities, citizenship, individual identity, government,
historic perspectives, geographic relationships, economics, global connections, and technological
influences on society. Broad themes include the family, community, local government, North Carolina,
the United States, Canada, and Latin America. Meaningful field trip experiences to historic locations,
local businesses, plays, and museums supplement and enhance the social studies content for all students.
In addition, cultural arts performances during the school year help students develop an appreciation for
diversity and the arts. The Junior Achievement program is a component of the K-5 social studies
curriculum and is facilitated by community and parent volunteers. In accordance with Junior
Achievement of the Central Carolinas, the purpose of this program is “to educate and inspire young
people to value free enterprise, business, and economics to improve the quality of their lives.”
Instructional goals and objectives for music, visual arts, library/media, computer skills, and physical
education are aligned by grade level to the North Carolina Standard Course of Study. Students receive
forty minutes of direct instruction weekly from a certified teacher in each of these areas. Curriculum
integration and collaboration in planning is encouraged to further enhance student learning. Students
participate in a variety of activities at our school to support appreciation of the arts: Young Authors’
Contest, PTA Reflections Contest, Martin Luther King Art and Essay Contest, Fifth Grade Chorus,
Morning News Broadcast, Puppet Club, Story Telling Club, Digital Story Telling, student grade level
performances, Arts Teach, Student Newspaper Club, and productions of student-written operas.
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Reading Curriculum:
Student growth in overall reading performance at Hawk Ridge Elementary can be attributed to our
systematic, direct instructional strategies for the teaching of reading. Research-based reading strategies
with an emphasis in the primary grades on phonemic awareness, phonics instruction, print awareness, and
alphabetical principles are taught through direct instruction. This helps to ensure that students do not “fall
through the cracks” due to a lack of prior knowledge. Our focus on phonics provides students with a
strong foundation and the tools they need to read fluently. Explicit instruction in comprehension skills, as
well as the use of decodable books and quality literature, provides a balanced approach to reading.
Comprehension strategies including teacher “think-aloud”, making connections, summarizing, drawing
conclusions, and making inferences are consistently incorporated in the delivery of direct reading
instruction beginning at the kindergarten level. Students benefit from the consistent approaches,
horizontally by grade level and vertically as they progress from one grade level to the next. Vocabulary
development is strengthened through the use of word walls, word studies, and personal dictionaries. Our
reading program is further enhanced by opportunities for self-selected, independent reading in a literacy
rich learning environment.
A minimum of two hours of reading instruction occurs each day. During the two-hour block, one hour of
direct whole group instruction is provided in a heterogeneous group setting. Independent Work Time is
built into the second hour of instruction to provide opportunities for differentiation based on students’
individual needs. During the Independent Work Time block, students are flexibly grouped across the
grade level in grades 3-5 and grouped within the classroom at the K-2 level. The Independent Work Time
block provides an additional opportunity for quality direct instruction on a consistent basis and allows our
talent development and resource teachers to be included in the groupings. Students performing at higher
levels are challenged to use talent development strategies, computer-assisted instruction, Paideia
Seminar, research, novel studies, author studies, literature circles, and projects. Struggling students are
provided opportunities to further develop fluency and comprehension skills through several direct
instructional programs. Teachers incorporate additional pre-teaching and re-teaching of skills, as needed.
Literacy skills continue to be enhanced throughout the school day as students use response journals,
participate in daily oral language activities, and are provided with opportunities to integrate reading and
writing in all content areas. Independent reading is required of all students for a minimum of 20-30
minutes nightly based on the student’s grade level. Parents are required to document reading each night
on a reading log.
Integration of Technology:
One of our greatest sources of pride at Hawk Ridge Elementary is our focus on technology. With our
vision of preparing students for the world of tomorrow, teachers ensure that technology is integrated
throughout the instructional day. A variety of instructional software is used to support and enrich
students’ experiences in all curricular areas. Specific literacy and math software programs are used to
differentiate instruction through the teacher’s selection of skills that address individual student’s needs.
Students must demonstrate mastery at the assigned level before they are allowed to move to the next level
of performance. These programs are aligned with grade-level objectives based on the North Carolina
Standard Course of Study.
Our school-wide reading incentive program, Accelerated Reader, provides opportunities for students to
set individual reading goals. Students are encouraged to select books from a variety of genres at their
instructional level and to demonstrate at least 80% mastery answering related comprehension questions.
Students frequently utilize computer graphics programs to design meaningful visual organizers for project
presentations, as study maps, and to effectively plan for writing. Students are encouraged to use the
Internet for completing research projects and have learned how to use search engines to help with
efficiency in handling the magnitude of information available on the Internet. When assigning research
projects, product differentiation is encouraged. Students are observed designing PowerPoint
presentations, creating videos, developing spreadsheets to display data, and producing final written
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reports using a variety of publishing software. Morning news broadcasts that are student-produced
provide opportunities for students to sharpen their communication skills in reading, public speaking, and
writing as they learn how to operate the closed-circuit television system. Digital storytelling provides an
additional opportunity for students to strengthen their communication skills by using a digital camera to
design and produce original stories.
Resources, available on the Internet, are continuously used by teachers to plan for instruction. Through
the teachers’ Web sites, parents are kept informed of curriculum objectives and are provided with
additional Web site links to strengthen the home-school connection and further enhance their ability to
assist their children with curriculum concerns. At home, parents are encouraged to use the online version
of student textbooks to reinforce concepts and skills explored in the classroom.
Instructional Strategies to Improve Student Learning:

A variety of instructional strategies are implemented on a daily basis to address the needs of our Hawk
Ridge Elementary students. One of our primary instructional strategies is flexible grouping of students
across the grade level beginning in second grade. Students are grouped before each unit of study in math
according to results of unit pre-tests. Pre-tests are aligned with the North Carolina Standard Course of
Study and the Charlotte-Mecklenburg Schools’ curriculum pacing guides. Students are also grouped
across their grade level for one hour of the two-hour literacy block in grades 3-5. A variety of assessment
information is used to accurately place students in these flexible groups based on their instructional needs.
Our flexible grouping strategy for reading and math provides an opportunity to maximize staff support
while meeting the needs of individual children. During the math and literacy curriculum blocks, the talent
development teachers, the Exceptional Children’s Program teachers, and the Instructional Support Team
co-teach with the classroom teacher to provide additional support and effectively decrease the teacher-
student ratio. Our Instructional Support Team consists of one half-time teacher, two full-time teachers,
and six instructional assistants. Consistent, collaborative planning by classroom teachers and support
staff is ensured through a 90-minute weekly planning block at each grade level. Planning during this
block is limited to discussions of curriculum and assessment data.
Long-range plans are written at the beginning of each school year and specify time frames for teaching
curriculum objectives. The long-range plans not only ensure that all curriculum objectives are taught, but
also encourage curriculum integration by all special area (music, art, physical education, media, and
technology) teachers. Efficiency of time is essential to maximize the instructional day. The master
schedule reflects blocks of time for instruction and minimizes the number of student transitions during the
day. Individual teacher schedules are designed to meet time requirements established by Charlotte-
Mecklenburg Schools for each curriculum area (reading, writing, math, science, and social studies).
School-wide initiatives based on problem-solving strategies and Marzano's Dimensions of Thinking have
been established to enhance students’ critical-thinking skills. With a focus each month on a different
problem-solving strategy and Marzano’s question stem, our students and teachers place special emphasis
on daily application of these strategies. Beginning in kindergarten, students are taught how to frame
questions using higher-order question stems. This strategy is particularly effective when students
participate in shared reading. Parents also receive information about our strategies on the monthly parent
calendar and teacher Web sites.
A variety of instructional delivery models are used on a daily basis at all grade levels to maximize student
engagement and promote success with mastery of curriculum objectives. These strategies include The
Paideia Seminar, hands-on science and math approaches, cooperative learning, writers’ workshop, small
group and one-on-one instruction, higher-order questioning strategies, and before and after school
tutorials. Varied instructional materials that are particularly suited to address the needs for remediation
and enrichment are also used on a routine basis at all grade levels.
Staff Development:
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Because we view ourselves as “learners in an ever-changing world,” professional development has been a
cornerstone of our success since opening Hawk Ridge Elementary. Our staff development plan has varied
each year depending on the needs of our teachers and the analysis of our End-of-Grade Test data. Our
focus since opening the school in 1999 has been on implementing the best practices in education.
Each year, we have had the unique challenge of continuing the learning from previous training while
bringing new teachers on board. Our mentor support program could be a model for all schools. Initially
licensed teachers and their assigned mentors begin meeting during the summer months and continue to
meet on a monthly basis throughout the school year. These meetings provide opportunities for selected
staff members to facilitate in-service on best practice topics and to continue our efforts to solidify our
instructional program. Beginning teachers are continuously coached by their mentors through classroom
observations and specific feedback.
Since opening our school, we have provided staff development on cooperative learning, brain-based
research, team-building strategies, higher-order questioning techniques, centers, The Paideia Seminar,
product differentiation, and Positive Discipline. We have been fortunate to fund full day training sessions
with regional and national trainers at our school. Follow-up sessions with the staff further enhance these
training opportunities and help to ensure that in-service practices are successfully adopted in the
classroom. General staff meetings and grade-level planning sessions are used as an additional
opportunity for staff development as teachers share new learning and experiences with their colleagues.
With technology being such a central component of our curriculum and instruction, in-service in this area
is offered continuously throughout the year. Our technology training sessions are conducted on-site with
teachers selecting workshop sessions that meet their individual needs. In-service on Web site
construction, e-mail, Web-based research, instructional software programs, lesson plan design, and
teacher management tools have had a direct impact on our school’s use of technology to enhance student
learning and improve teacher efficiency.
Focused discussion groups also supplement our in-service program at Hawk Ridge. This year we are
offering two optional book study clubs (Teaching Matters and A Mind At a Time) that meet on a monthly
basis. As a staff, we are also reading the book Bringing Words to Life by Isabel L. Beck for discussion in
vertical groups. Professional articles are frequently distributed and discussed on grade level teams.
Teachers are encouraged to participate in conferences and in-service opportunities outside of the school
setting. The expectation is that teachers bring back the information to share with their teams and that the
selected conference serve to support the School Improvement Plan. These outside opportunities for
training serve to validate instructional strategies being used in the classroom and regenerate an
enthusiasm for learning— the key to the continued implementation of best practices.
Page 14 of 20
NORTH CAROLINA ASSESSMENT DATA
Data Display Table for Hawk Ridge Elementary Grade 3 Mathematics
2003- 2002- 2001- 2000- 1999-

2004 2003 2002 2001 2000
Testing month May May May May May
SCHOOL SCORES
% At or Above Level III 98 100 98 98 92
(on grade level)
% At Level IV 82 81 70 70 63
(above grade level)
Number of students tested 180 243 145 138 137
Number of Valid Scores 180 243 145 138 137
Percent of total students tested 99 99 99 99 99
Number of students excluded 2 2 1 2 1
Percent of students excluded 1 1 1 1 1
SUBGROUP SCORES
1.Africian-American
% At or Above Level III 100 100 86 89 *
(on grade level)
% At Level IV 54 43 43 44 *
(above grade level)
Number of students tested 13 14 7 8 *
2.White
(on grade level)
% At Level IV 85 86 74 74 63
(above grade level)
3.Other Students ***
(on grade level)
% At Level IV 81 70 46 58 75
(above grade level)
4.Exceptional Students (non-gifted)
(on grade level)
% At Level IV 68 75 63 74 33
(above grade level)
5.Free/Reduced Lunch
% At or Above Level III 88 94 * * 83
(on grade level)
% At Level IV 63 38 * * 67
(above grade level)
Number of students tested 8 16 * * 6
STATE SCORES
State Mean Score 253 253 251 251 144
* Data is not reported for subgroups with student counts less than 6.
** For 2003-04, 2002-03, and 2001-02 school years, counts & percents represent students who
were excluded from taking the EOG for one of the following reasons: LEP status, student was
assessed on the NCAAAI, NCAAP, or NCCATS (2001-02 only). For 2000-01 and 1999-00 school
years, counts & percents represent students who were exempt from taking the regular EOG.
*** Other includes American Indian, Asian/Pacific Islander, Hispanic, and Multi-racial.
Page 15 of 20
Data Display Table for Hawk Ridge Elementary Grade 3 Reading
2003- 2002- 2001- 2000- 1999-

2004 2003 2002 2001 2000
SCHOOL SCORES
(on grade level)
% At Level IV 79 74 79 70 66
(above grade level)
SUBGROUP SCORES
1.African-American
% At or Above Level III 92 93 100 88 *
(on grade level)
% At Level IV 54 36 71 50 *
(above grade level)
Number of students tested 13 14 7 8 *
2.White
(on grade level)
% At Level IV 80 78 82 75 66
(above grade level)
(on grade level)
% At Level IV 84 65 46 33 75
(above grade level)
(on grade level)
% At Level IV 64 48 78 63 39
(above grade level)
% At or Above Level III 86 81 * * 100
(on grade level)
% At Level IV 43 31 * * 50
(above grade level)
Number of students tested 7 16 * * 6
STATE SCORES
State Mean Score 248 248 148 147 147
Page 16 of 20
2003- 2002- 2001- 2000- 1999-

2004 2003 2002 2001 2000
SCHOOL SCORES
(on grade level)
% At Level IV 89 88 72 72 50
(above grade level)
SUBGROUP SCORES
1.African-American
% At or Above Level III 100 92 90 * *
(on grade level)
% At Level IV 71 83 40 * *
(above grade level)
Number of students tested 13 12 10 * *
2.White
(on grade level)
% At Level IV 89 89 76 71 51
(above grade level)
(on grade level)
%At Level IV 94 86 64 100 55
(above grade level)
(on grade level)
% At Level IV 79 76 59 52 31
(above grade level)
(on grade level)
% At Level IV 63 56 29 * *
(above grade level)
STATE SCORES
State Mean Score 259 259 257 256 153
Page 17 of 20
2003- 2002- 2001- 2000- 1999-

2004 2003 2002 2001 2000
SCHOOL SCORES
(on grade level)
% At Level IV 69 72 59 52 46
(above grade level)
SUBGROUP SCORES
1.African-American
(on grade level)
% At Level IV 39 58 20 * *
(above grade level)
2.White
(on grade level)
% At Level IV 72 75 63 52 48
(above grade level)
(on grade level)
% At Level IV 69 59 52 60 18
(above grade level)
(on grade level)
% At Level IV 44 44 43 33 25
(above grade level)
(on grade level)
% At Level IV 50 22 29 * *
(above grade level)
Number students tested 8 9 7 * *
STATE SCORES
State Mean Score 252 253 151 150 150
Page 18 of 20
2003- 2002- 2001- 2000- 1999-

2004 2003 2002 2001 2000
SCHOOL SCORES
(on grade level)
% At Level IV 96 95 92 97 72
(above grade level)
SUBGROUP SCORES
1.African-American
(on grade level)
% At Level IV 86 87 86 * *
(above grade level)
2.White
(on grade level)
% At Level IV 97 97 92 97 74
(above grade level)
(on grade level)
% At Level IV 94 93 100 100 56
(above grade level)
(on grade level)
% At Level IV 73 65 79 100 17
(above grade level)
% At or Above Level III 100 100 * * *
(on grade level)
% At Level IV 88 75 * * *
(above grade level)
Number of students tested 8 16 * * *
STATE SCORES
State Mean Score 263 262 261 260 160
Page 19 of 20
2003- 2002- 2001- 2000- 1999-

2004 2003 2002 2001 2000
SCHOOL SCORES
(on grade level)
% At Level IV 80 80 72 72 60
(above grade level)
SUBGROUP SCORES
1.African-American
(on grade level)
% At Level IV 57 53 14 * *
(above grade level)
2.White
(on grade level)
% At Level IV 82 86 74 71 60
(above grade level)
(on grade level)
% At Level IV 78 63 92 72 67
(above grade level)
(on grade level)
% At Level IV 60 45 46 58 0
(above grade level)
% At or Above Level III 100 94 * * *
(on grade level)
% At Level IV 63 44 * * *
(above grade level)
Number of students tested 8 16 * * *
STATE SCORES
State Mean Score 257 257 156 156 155
Page 20 of 20

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REVISED- MARCH 16, 2005

2004-2005 No Child Left Behind - Blue Ribbon Schools Program

Name of Principal Mrs. Rosemary Sheppard

Official School Name Hawk Ridge Elementary School________________________________________

School Mailing Address_____9201 Bryant Farms Road________________________________________

County Mecklenburg_____________School Code Number*____600-406_________________________

Telephone (980) 343-5927 Fax (980) 343-5933__________________________

Website/URL hawkridgeelem@cms.k12.nc.us Email r.sheppard@cms.k12.nc.us

Name of Superintendent* Dr. James L. Pughsley

District Name Charlotte Mecklenburg Schools Tel. ( 980 ) 343-6270

Name of School Board

[Include this page in the school’s application as page 2.]

All data are the most recent year available.

DISTRICT (Questions 1-2 not applicable to private schools)

1. Number of schools in the district: 89 Elementary schools

2. District Per Pupil Expenditure: $7,101.00

Average State Per Pupil Expenditure: $6,741.00

SCHOOL (To be completed by all schools)

[ ] Urban or large central city

Grade # of Males # of Females Grade Total

7. Student turnover, or mobility rate, during the past year: 4%

(1) Number of students who transferred to the 21

8. Limited English Proficient students in the school: 4 %

9. Students eligible for free/reduced-priced meals: 6%

Total number students who qualify: 77

1 Autism 1 Orthopedic Impairment

Special resource teachers/specialists 7 1

12. Average school student-“classroom teacher” ratio: 23:1

2003-2004 2002-2003 2001-2002 2000-2001 1999-2000

Use of Assessment Data:

Communication on Assessment Information:

Sharing Success with Others:

Instructional Strategies to Improve Student Learning:

2003- 2002- 2001- 2000- 1999-

2003- 2002- 2001- 2000- 1999-

2003- 2002- 2001- 2000- 1999-

2003- 2002- 2001- 2000- 1999-

2003- 2002- 2001- 2000- 1999-

2003- 2002- 2001- 2000- 1999-

Das könnte Ihnen auch gefallen

School Mailing Address_9201 Bryant Farms Road____________________________________

County Mecklenburg_School Code Number*600-406_____________